Jigsaw Strategy

The teacher asks the learners, “How would you like to be the teacher for the next few weeks?”

Activities

1. Teacher explains that the class will be studying (a particular book or subject) for the next several weeks and that the students will take on the role of teacher for the information covered in this unit.

2. In large group, the class reviews the chapters that will be covered, taking note of the bold headings which will later become major topics to be researched in the Jigsaw project.

3. Jigsaw groups are assigned, and topics are assigned to the groups.

4. Students go into research groups to complete the research.

5. Presentations are completed and practiced.

6. Students return to original Jigsaw groups to teach the topics that were researched -- other group members take notes to be used for study.

Closure: Have students review the Jigsaw strategy process in a journal writing and then in large group.

Think Aloud

The Think Aloud can be useful any time that students have to read or think through
content material that is difficult for them.

Say to learners: “I’m thinking about something, and I want you to tell me
what I’m thinking about. Who can do this? (Pause.) No one can tell me? Well, what would
it take for you to be able to tell what I am thinking? You’d like me to write it? …to tell
you? OK then, I will tell you what I am thinking — listen closely.” The teacher then thinks
aloud through the solution of one of the student’s word problems for the day.

Activities:

1. Students turn to the assigned problems for the day.

2. Teacher thinks aloud through 2 or 3 examples, pointing out to the students how
the Think Aloud reveals how to attack and solve the problem.

3. Students solve each sample problem after the teacher does the Think Alouds.

4. Next the children try Thinking Aloud with a partner on several problems. The
teacher circulates and listens to the interaction, offering suggestions and modeling
for those who are having difficulty.

5. Finally, students work on the assigned problems using Think Aloud "silently" as they work.

Closure: Ask the students to share what Think Aloud has done for them and to generate
other content areas where they might use it.

Motivation

Motivation, while not the sole factor in increasing student achievement, is an extremely important one. As urban classroom leaders, teachers take on the responsibility to motivate and positively affect learners’ attitudes towards learning.

Motivation in the multicultural classroom begins with building respectful, caring relationships with learners. The urban teacher must be of the mindset that students “don't care how much you know until they know how much you care.”

The dynamic at the core of urban classroom leadership is the so-called "Pygmalion Effect" – the concept that students mirror their teacher's expectations. Teacher expectations -- communicated in verbal and nonverbal ways -- directly influence student behavior and performance. Beliefs have consequences. To be effective, the urban educator must value and care about learners as individuals and believe in their success.

While each learner is different, and therefore will respond to different motivational techniques, an understanding of basic motivation theories can facilitate the urban educator’s ability to create a productive classroom environment.

(1) Urban teachers should strive to provide each learner with a sense of safety and belonging.

(2) Urban teachers need to be responsive to learners’ cultural needs.

(3) Urban teachers must connect school to home. Students whose families are involved in their education generally do better in school.

(4) Urban teachers should set challenging, reachable goals that the learners are committed to achieving. Students who achieve goals develop feelings of competence and success.

(5) Urban teachers should reward achievement and praise learners for their accomplishments.